Comprehensive Comprehensive Exam OrientationExam Orientation

Department of Physiological NursingDepartment of Physiological NursingUCSF School of NursingUCSF School of Nursing

Fall 2012Fall 2012Theresa KoettersTheresa Koetters, RN, MS, CNS, RN, MS, CNSRoxanne GarbezRoxanne Garbez, RN, PhD, ACNP, RN, PhD, ACNP

Outline of Comp Outline of Comp ProcessProcess Description of the projectDescription of the project The Comprehensive Exam The Comprehensive Exam

HandbookHandbook Qualifying for the examinationQualifying for the examination Important datesImportant dates Technical requirementsTechnical requirements ResourcesResources

The AssignmentThe Assignment

The purpose of this paper is to The purpose of this paper is to evaluate your ability to:evaluate your ability to:– Critique research as it applies to your Critique research as it applies to your

area of specialization.area of specialization.– Apply advanced knowledge to clinical Apply advanced knowledge to clinical

practice.practice.– Apply writing skills to the Apply writing skills to the

dissemination of nursing information; dissemination of nursing information; scholarly paperscholarly paper

– Consumer of researchConsumer of research

Critical PointsCritical Points

Thirty (30) page paper Thirty (30) page paper (maximum)(maximum)

Three exam optionsThree exam options– Critical Literature Critical Literature

Review (CLR)Review (CLR)– Problem-solving (PS)Problem-solving (PS)– Research proposalResearch proposal

The HandbookThe Handbook

You can download a copy You can download a copy of the Comprehensive of the Comprehensive Examination Handbook Examination Handbook from the UCSF School of from the UCSF School of Nursing websiteNursing website

http://nursing.ucsf.edu/student-resources

How to Qualify for the How to Qualify for the ExaminationExamination

You are eligible in the last quarter You are eligible in the last quarter you are enrolled in course and you are enrolled in course and clinical work.clinical work.

If you have completed ALL course If you have completed ALL course work with the exception of the work with the exception of the comp exam you may submit the comp exam you may submit the exam while on filing fee status for exam while on filing fee status for a reduced fee. a reduced fee.

Filing Fee StatusFiling Fee Status

Talk with your advisor.Talk with your advisor. You qualify if you have completed You qualify if you have completed ALLALL

course and clinical work. You may not course and clinical work. You may not take courses of any type if you are on take courses of any type if you are on Filing Fee status. Filing Fee status.

Apply and pay filing fee to OARApply and pay filing fee to OAR Can be used for second attempt Can be used for second attempt Filing fee status can be used only Filing fee status can be used only

once. If you pay filing fee then do not once. If you pay filing fee then do not submit your comp you must pay full submit your comp you must pay full tuition for a subsequent quarter.tuition for a subsequent quarter.

Advance to Advance to CandidacyCandidacy

Before you can be issued your Before you can be issued your individualized Comp Number, YOU MUST individualized Comp Number, YOU MUST ADVANCE TO CANDIDACY.ADVANCE TO CANDIDACY.

Advance to Candidacy forms are available Advance to Candidacy forms are available from the Office of Admissions and from the Office of Admissions and Registrar. Forms can also be downloaded Registrar. Forms can also be downloaded online.online.

After you submit your form Graduate After you submit your form Graduate Division notifies Office of Student Affairs. Division notifies Office of Student Affairs. OSA will then generate your Comp Number.OSA will then generate your Comp Number.

The Last Quarter of The Last Quarter of Course and Clinical Course and Clinical

WorkWork Advance to Advance to

Candidacy any Candidacy any time before the time before the first week of the first week of the quarter in which quarter in which you plan to turn in you plan to turn in the comp.the comp.

No incompletes on No incompletes on record.record.

Current in payment Current in payment of fees.of fees.

Know the Important Know the Important Dates- Spring 2013Dates- Spring 2013

Number pick up date: Number pick up date: – Between April 9 and April 22Between April 9 and April 22

Submit comp by NoonSubmit comp by Noon– April 23April 23

Notification of resultsNotification of results– May 23May 23

Technical and Technical and Procedural PointsProcedural Points

FormatFormat

Submission Submission

ScoringScoring

Formatting Formatting ExpectationsExpectations

APA 6th Edition formatAPA 6th Edition formatMargins 1 inch on all 4 sides of pageMargins 1 inch on all 4 sides of pageCan separate syllables at the end of a Can separate syllables at the end of a

lineline30 pages of text, not counting title page, 30 pages of text, not counting title page,

reference list and appendicesreference list and appendicesTitle should reflect contentTitle should reflect contentNo abstractNo abstractDouble-spaced, 12 point uncompressed Double-spaced, 12 point uncompressed

font (Acceptable font examples: font (Acceptable font examples: Times New Roman, Arial) Times New Roman, Arial)

Submission Submission RequirementsRequirements One single-sided original of the One single-sided original of the

comprehensive examinationcomprehensive examination Three double sided copiesThree double sided copies Completed face sheet attached to each Completed face sheet attached to each

copy of the examcopy of the exam Separate paper with student’s name, Separate paper with student’s name,

address, home and work number, and address, home and work number, and other pertinent information that other pertinent information that facilitates the student being contacted if facilitates the student being contacted if necessarynecessary

It is the student’s responsibility to It is the student’s responsibility to ensure that the comprehensive exam is ensure that the comprehensive exam is submitted by 12 noon on the due datesubmitted by 12 noon on the due date

1414

Face SheetFace Sheet

In order to pick up your number In order to pick up your number you must complete the face sheet you must complete the face sheet and return itand return it– List your specialtyList your specialty– Topic Topic – Suggested readersSuggested readers

ID number is given to you to be ID number is given to you to be placed on your compplaced on your comp

Reading and ScoringReading and Scoring

Student Student maymay select up to five select up to five preferred readers (not required)preferred readers (not required)

Student is not guaranteed a Student is not guaranteed a preferred readerpreferred reader

Readers use a standard scoring Readers use a standard scoring systemsystem

Student will be given the faculty Student will be given the faculty comment sheets at the end but comment sheets at the end but not the scoring sheetsnot the scoring sheets

PlagiarismPlagiarism

Evidence of Evidence of plagiarism results plagiarism results in a failure of the in a failure of the comprehensive comprehensive exam.exam.

Plagiarism can Plagiarism can become grounds become grounds for dismissal from for dismissal from the School of the School of Nursing.Nursing.

In Case of FailureIn Case of Failure

Pass/fail Pass/fail discrepancy goes discrepancy goes to a third reader.to a third reader.

Exam fails if two Exam fails if two readers fail it.readers fail it.

May retake exam May retake exam only once.only once.

Must submit Must submit second exam second exam within 5 quarters.within 5 quarters.

Vital ResourcesVital Resources

Vital resource—Department Vital resource—Department Administrative AssistantsAdministrative Assistants– CHS Kathryn Young CHS Kathryn Young – PN James NegriPN James Negri– FHCN Maria-Elena SoteloFHCN Maria-Elena Sotelo– SBS Brandee Woleslagle SBS Brandee Woleslagle

Comprehensive Exam CoordinatorsComprehensive Exam Coordinators– CHS Beth Phoenix & Dana Drew-NordCHS Beth Phoenix & Dana Drew-Nord– PN Theresa Koetters & Roxanne GarbezPN Theresa Koetters & Roxanne Garbez– FHCN Karen Duderstadt & Barbara FHCN Karen Duderstadt & Barbara

HollingerHollinger– SBS Susan ChapmanSBS Susan Chapman

Additional ResourcesAdditional Resources

Advisors- topic Advisors- topic and formatand format

Specialty facultySpecialty faculty Sample comps on Sample comps on

reserve reserve Office of Student Office of Student

Affairs for tutors Affairs for tutors and editors, and editors, contact Judy contact Judy Martin-HollandMartin-Holland

Consider other Consider other arrangementsarrangements– TypistTypist– Paid tutors and Paid tutors and

editorseditors– Peers as editors Peers as editors

and proofreadersand proofreaders Create a timelineCreate a timeline

– See sample See sample providedprovided

Comprehensive ExamComprehensive Exam2012-20132012-2013

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG

Identifying the phenomenon of interest

Refine topic outline

Advance toCandidacy

Topic generation

Faculty input re: topic

Literature review

Faculty input re:topic outline

Draft #1

Colleagues read paperfor clarity and organization

Draft #2

Pick upComp #

Edit

SubmitComp

• Advance to Candidacy: Before end of Winter Quarter

• Pick up Comp # from Departments: From 4/09/13 to 4/22/13

• Submit Comp to Departments: 4/23/13

WORK HARD, DO WORK HARD, DO WELL!WELL!

Extensions, Extensions, examination by examination by mail, summer mail, summer comps, oral exam comps, oral exam are available only are available only by special by special arrangement. Read arrangement. Read the corresponding the corresponding section of the comp section of the comp handbook.handbook.

2222

Part 2Part 2

2323

Sample ExaminationsSample Examinations

On reserve in each of the On reserve in each of the departmentsdepartments

Ask your advisor and/or your Ask your advisor and/or your department's comprehensive department's comprehensive examination coordinatorexamination coordinator

2424

Other ResourcesOther Resources

UCSF SON UCSF SON websitewebsite

2525

Choosing a TheoryChoosing a Theory

A theory should further clarify or A theory should further clarify or explain your topicexplain your topic

Nursing theory not requiredNursing theory not required

Explain your theory in the text—Explain your theory in the text—don’t depend on diagrams in the don’t depend on diagrams in the appendixappendix

2626

Theory or Conceptual Theory or Conceptual FrameworkFramework

A theory is a structure that A theory is a structure that enables you to explain a enables you to explain a phenomenon. There is no right or phenomenon. There is no right or wrong theory--it is all in how you wrong theory--it is all in how you want the argument you want to want the argument you want to make. make.

2727

Possible Mechanisms Underlying Possible Mechanisms Underlying the Increased Risk of Type 2 the Increased Risk of Type 2 Diabetes in People on Atypical Diabetes in People on Atypical PsychotrophicsPsychotrophics

Physiological HPA axis and sympathetic nervous system hyperactivity resulting in overproduction of cortisol.

Genetics Diabetes only occurs in those with a genetic predisposition.

Co-moridity The diabetes is really due to alcoholism or binge eating.

Socio-cultural

Due to socioeconomic, disability, marital status, access to health care

Health care Providers fail to adequately monitor overall health.

Behavioral Inactivity, diet, smoking due to the psychiatric illness

Medication side effects, appetite stimulation and subsequent weight gain

2828

Possible Titles Possible Titles

The Relationship Between The Relationship Between Atypical Psychotropic Use and Atypical Psychotropic Use and Diabetes Mellitus: The role of Diabetes Mellitus: The role of GeneticsGenetics

Sociocultural Factors in the Sociocultural Factors in the Development of Diabetes Mellitus Development of Diabetes Mellitus in Patients with Severe Mental in Patients with Severe Mental IllnessIllness

2929

Types of ExaminationsTypes of Examinations

Research Proposal (check with Research Proposal (check with your advisor as early as possible)your advisor as early as possible)

Problem-solvingProblem-solving

Critical Literature ReviewCritical Literature Review

3030

Research ProposalResearch Proposal

To evaluate a student’s ability to To evaluate a student’s ability to identify a significant research identify a significant research question relevant to nursing practice, question relevant to nursing practice, and to design a methodology for and to design a methodology for addressing the question.addressing the question.

Study does not have to be carried outStudy does not have to be carried out Must have access to UCSF faculty with Must have access to UCSF faculty with

research experience to mentor youresearch experience to mentor you

Research ProposalResearch Proposal

Good choice if you plan to build Good choice if you plan to build on this topic for future research on this topic for future research or doctoral workor doctoral work

Could be taken back to your Could be taken back to your workplace for implementation if workplace for implementation if approval given by institutionapproval given by institution

Research Proposal Research Proposal ScoringScoring Total Points – Total Points – 330 330

– Area 1 – Study and Context – Area 1 – Study and Context – 6363 – Conceptual Framework and Conceptual Framework and

Literature Review - Literature Review - 126126 – Methodology – Methodology – 126126 – Technical (grammar, organization, Technical (grammar, organization,

use of APA format) – use of APA format) – 1515

The Comprehensive The Comprehensive Exam is Pass/FailExam is Pass/Fail

Points needed to pass - Points needed to pass - 231231

3434

Problem-solving Problem-solving ExaminationExamination PurposePurpose: To evaluate the student’s : To evaluate the student’s

ability to effectively communicate ability to effectively communicate the resolution of a problem in an the resolution of a problem in an area of specialization.area of specialization.

Describes an identified need Describes an identified need stemming from a discrepancy stemming from a discrepancy between what is or what between what is or what could/should be.could/should be.

3535

Choosing a Problem-Choosing a Problem-solving Topicsolving Topic

Can be a problem Can be a problem on an individual or on an individual or a systems level.a systems level.

Must be Must be appropriate to the appropriate to the clinical situation clinical situation – Think of a situation Think of a situation

that is challenging that is challenging to youto you

Must be feasible!Must be feasible! Must be Must be

measurable!measurable!

3636

Examples of Problem-Examples of Problem-Solving TopicsSolving Topics

Initiating an Oral Care Program in a Initiating an Oral Care Program in a Nursing HomeNursing Home

Post-Partum Depression: Transition Post-Partum Depression: Transition to Motherhoodto Motherhood

ICU Nurses’ Knowledge Deficit ICU Nurses’ Knowledge Deficit Regarding Hemodynamic MonitoringRegarding Hemodynamic Monitoring

Loss of Venous Access and Dialysis Loss of Venous Access and Dialysis Delay in End Stage Renal Disease Delay in End Stage Renal Disease PatientsPatients

3737

Problem-solving Problem-solving CautionsCautions

Instituting a delirium treatment program Instituting a delirium treatment program in acute care settingin acute care setting– Is delirium identified? Multiple etiologies…Is delirium identified? Multiple etiologies…

what will the intervention be? How will you what will the intervention be? How will you measure this?measure this?

Improving parenting skills by identifying Improving parenting skills by identifying temperament in toddlers in preschoolstemperament in toddlers in preschools– What is meant by “parenting skills?” How will What is meant by “parenting skills?” How will

you get access to preschools? Is there you get access to preschools? Is there literature that indicates that identifying literature that indicates that identifying temperament will change parenting behavior?temperament will change parenting behavior?

3838

The Problem and its The Problem and its Environmental ContextEnvironmental Context Clarity of the ProblemClarity of the Problem

Significance of the ProblemSignificance of the Problem

Clarity of Setting Clarity of Setting

Clarity of Roles and inter-Clarity of Roles and inter-

relationshipsrelationships

3939

The Problem and its The Problem and its Environmental Context Environmental Context Clarity of the ProblemClarity of the Problem

– Who Who is solving the problem is solving the problem APNAPN

– Where Where the problem occurs the problem occurs ICUICU

– What What is to be accomplished is to be accomplished Improve Nurses’ KnowledgeImprove Nurses’ Knowledge

– Target Target population population ICU NursesICU Nurses

4040

The Problem and its The Problem and its Environmental Context Environmental Context

Significance of the ProblemSignificance of the Problem– Importance of the problem to Importance of the problem to

patients or professionpatients or profession– Accurate Hemodynamic Monitoring Accurate Hemodynamic Monitoring

is essential for ICU patientsis essential for ICU patients

4141

The Problem and its The Problem and its Environmental ContextEnvironmental Context Clarity of the SettingClarity of the Setting

– Home, hospital, nursing homeHome, hospital, nursing home– Intensive Care UnitIntensive Care Unit

4242

The Problem and its The Problem and its Environmental ContextEnvironmental Context

Clarity of Roles & Inter-Clarity of Roles & Inter-relationshipsrelationships– Describes functions of individuals sig Describes functions of individuals sig

to problem, their roles and influence to problem, their roles and influence on the settingon the setting

– ICU nurses, Clinical Nurse Specialist, ICU nurses, Clinical Nurse Specialist, Head Nurse Head Nurse

Literature ReviewLiterature Review

Quality of referencesQuality of references Addresses elements of critiqueAddresses elements of critique Quality of critique and Quality of critique and

interpretationinterpretation Quality of theoretical discussionQuality of theoretical discussion

4444

Intervention, Intervention, Implementation & Implementation & EvaluationEvaluation Expected OutcomesExpected Outcomes DefensibilityDefensibility RealismRealism Clarity & Appropriateness of Clarity & Appropriateness of

Intervention ImplementationIntervention Implementation Clarity & Appropriateness of Clarity & Appropriateness of

Evaluation ProcedureEvaluation Procedure

4545

Intervention, Intervention, Implementation & Implementation & EvaluationEvaluation

Clarity of Expected OutcomesClarity of Expected Outcomes– Improvement of Nurses Knowledge Improvement of Nurses Knowledge

evidenced by improvement on post-evidenced by improvement on post-test scorestest scores

4646

Intervention, Intervention, Implementation & Implementation & EvaluationEvaluation Clarity & Appropriateness of Clarity & Appropriateness of

ImplementationImplementation– Outline procedures for implementing Outline procedures for implementing

the intervention and ensuring they the intervention and ensuring they are appropriateare appropriate

– Educational intervention was three-Educational intervention was three-foldfold Self-study, then 4 hour mandatory Self-study, then 4 hour mandatory

class, bedside guides developedclass, bedside guides developed

4747

Intervention, Intervention, Implementation & Implementation & EvaluationEvaluation Clarity & Appropriateness of Clarity & Appropriateness of

Evaluation ProcedureEvaluation Procedure Delineates specific measurable Delineates specific measurable

and appropriate evaluation and appropriate evaluation criteriacriteria– Pretest and post-test measure of ICU Pretest and post-test measure of ICU

nurses’ knowledge is measurednurses’ knowledge is measured– Number of incident reports are Number of incident reports are

analyzed regarding monitoring analyzed regarding monitoring

4848

Intervention, Intervention, Implementation & Implementation & EvaluationEvaluation DefensibilityDefensibility

– Demonstrates intervention has Demonstrates intervention has potential for substantial potential for substantial improvement in the problemimprovement in the problem

RealismRealism– Feasibility of interventionFeasibility of intervention– Will an educational intervention be Will an educational intervention be

possible?possible?

4949

Technical CriteriaTechnical Criteria

Grammar and spellingGrammar and spelling Organization of paperOrganization of paper APA formatAPA format

5050

CaveatsCaveats

Must have a feasible, effective Must have a feasible, effective and defensible evaluation methodand defensible evaluation method

Do not wait until the end to Do not wait until the end to decide on method of evaluationdecide on method of evaluation

When writing, do not always start When writing, do not always start with the beginning of the paper with the beginning of the paper and progress to the end or your and progress to the end or your evaluation will suffer.evaluation will suffer.

5151

Problem-solving Problem-solving ScoringScoring Total Points - Total Points - 330330

– Area 1 – The Problem - Area 1 – The Problem - 105105– Area 2 – Literature Review - Area 2 – Literature Review - 105105– Area 3 – Intervention, Implementation, Area 3 – Intervention, Implementation,

Evaluation - Evaluation - 105105– Area 4 – Technical (grammar, Area 4 – Technical (grammar,

organization, APA) -organization, APA) -1515EACH SECTION IS EQUALLY WEIGHTED EACH SECTION IS EQUALLY WEIGHTED

SO PLAN FOR 10 PAGES PER SECTION!SO PLAN FOR 10 PAGES PER SECTION!

5252

Critical Literature ReviewCritical Literature ReviewChoosing a TopicChoosing a Topic

Pose a question Pose a question Do initial searchingDo initial searching There is enough research, but no There is enough research, but no

synthesis of findings or clear synthesis of findings or clear direction direction

You want to argue a point that has You want to argue a point that has some evidence, but is not some evidence, but is not established practiceestablished practice

5353

Critical Literature Critical Literature ReviewReviewTopic or IssueTopic or Issue Clarity of topic or purposeClarity of topic or purpose State in 1 sentence!State in 1 sentence! The purpose of this paper is to The purpose of this paper is to

examine the literature related to examine the literature related to the diagnosis of BNP in heart the diagnosis of BNP in heart failurefailure

5454

Topic or IssueTopic or Issue

Significance of topicSignificance of topic 4.8 million in US have HF, 50% 4.8 million in US have HF, 50%

are rehospitalized in 6 mos., there are rehospitalized in 6 mos., there is no lab test for diagnosing HF, is no lab test for diagnosing HF, BNP might provide better method BNP might provide better method for evaluation of SOB than for evaluation of SOB than symptomssymptoms

5555

Literature Review – Literature Review – ExamplesExamples Evaluating cognitive function after Evaluating cognitive function after

strokestroke Family presence during resuscitationFamily presence during resuscitation HRT in perimenopausal womenHRT in perimenopausal women BNP levels in the diagnosis of heart BNP levels in the diagnosis of heart

failurefailure Evaluation of depression in Evaluation of depression in

adolescenceadolescence

5656

Some evidence exists, but Some evidence exists, but practice is not well practice is not well delineateddelineated Should diabetics use Should diabetics use

ACE inhibitors to ACE inhibitors to prevent renal prevent renal impairment ?impairment ?

This is well-This is well-established by established by scientific study and scientific study and standard of practice standard of practice in most settings. in most settings.

Is it safe to give Is it safe to give people with stage 4 people with stage 4 kidney disease ACE kidney disease ACE inhibitors to prevent inhibitors to prevent progression?progression?

Practitioners have Practitioners have been hesitant to give been hesitant to give people with stage 4 people with stage 4 CKD ACE inhibitors for CKD ACE inhibitors for fear of increasing fear of increasing creatinine or creatinine or potassium to potassium to dangerous levels.dangerous levels.

5757

Literature Review Literature Review

Quality of ReferencesQuality of References Elements of CritiqueElements of Critique Quality of CritiqueQuality of Critique Theoretical Discussion Theoretical Discussion

5858

Literature ReviewLiterature Review

Quality of ReferencesQuality of References– References significant to the References significant to the

problem area – classic & current problem area – classic & current while noting gaps in research while noting gaps in research literature if anyliterature if any

5959

Literature ReviewLiterature Review

Organization of reviewOrganization of review Rationale for selected articles, Rationale for selected articles,

describe how organizeddescribe how organized How many articles should you critique?How many articles should you critique? These journal articles were chosen These journal articles were chosen

because they include…….and the because they include…….and the oldest is reviewed first….oldest is reviewed first….

Quality of references – key classic and Quality of references – key classic and current literaturecurrent literature

6060

Literature ReviewLiterature Review

Elements & Quality of Critique – Elements & Quality of Critique – Articulate Main PointsArticulate Main Points– SampleSample– DesignDesign– ProcedureProcedure– MeasuresMeasures– ResultsResults– ConclusionsConclusions

6161

Literature ReviewLiterature Review

Theoretical DiscussionTheoretical Discussion Must address the foundation of Must address the foundation of

your question or problemyour question or problem– Example: Sepsis and EGDTExample: Sepsis and EGDT

Use Physiologic theory to explain why Use Physiologic theory to explain why EGDT is appropriate for septic patientsEGDT is appropriate for septic patients

Use Change Theory if you want to Use Change Theory if you want to implement EGDT in a new setting that implement EGDT in a new setting that manages septic patientsmanages septic patients

6262

Literature Review Literature Review CritiqueCritique

Quality of Theoretical discussionQuality of Theoretical discussion

Theoretical approach to the topicTheoretical approach to the topic

6363

Literature Review Literature Review CritiqueCritique Addresses elements of critiqueAddresses elements of critique

– Sample Sample – DesignDesign– ProcedureProcedure– MeasuresMeasures– ResultsResults– ConclusionsConclusions

6464

Literature Review Literature Review CritiqueCritique Quality of critique and interpretationQuality of critique and interpretation YOUR ASSESSMENT OF THE STUDIESYOUR ASSESSMENT OF THE STUDIES Too small of a sample size to give Too small of a sample size to give

power to find a difference between power to find a difference between those with and without HF, authors those with and without HF, authors were biased b/c they knew the BNP were biased b/c they knew the BNP level and may have changed level and may have changed treatment, only generalizable to treatment, only generalizable to men… men…

6565

Make a Table!Make a Table!

Organize your literature into a Organize your literature into a table to compare and contrasttable to compare and contrast

Describe each studyDescribe each study

6666

Literature ReviewLiterature ReviewDiscussion and Discussion and ApplicationApplication Critical and original analysisCritical and original analysis Integration and synthesis of Integration and synthesis of

research articlesresearch articles Implications for practiceImplications for practice Future researchFuture research

6767

Discussion and Application – Discussion and Application – Where students get stuck!Where students get stuck!

Critical and original analysisCritical and original analysis

Final summary of the literature Final summary of the literature

6868

Identifies gaps in literature, Identifies gaps in literature, implications for practice, need implications for practice, need for further researchfor further research

STICK your neck out there! Make STICK your neck out there! Make your opinion known, however you your opinion known, however you must base it on the critique of the must base it on the critique of the literature you presented rather literature you presented rather than your opinion.than your opinion.

6969

Literature Review Literature Review ScoringScoring Total Points - 330Total Points - 330

– Area 1 – Topic or Issue - Area 1 – Topic or Issue - 7070– Area 2 – Literature Review - Area 2 – Literature Review - 165165– Area 3 – Discussion & Application - Area 3 – Discussion & Application - 8080– Area 4 – Technical (grammar, Area 4 – Technical (grammar,

organization, APA) 15organization, APA) 15

LITERATURE REVIEW 50% OF THE PAPERLITERATURE REVIEW 50% OF THE PAPER

Most common reasons why Most common reasons why comps failcomps fail

Started too late to put in necessary time Started too late to put in necessary time and effortand effort

Did not meet with advisor to make sure Did not meet with advisor to make sure you are on trackyou are on track

Did not follow the advice of your advisorDid not follow the advice of your advisor Primary editor was someone whose Primary editor was someone whose

english composition skills were not english composition skills were not adequate to give you appropriate adequate to give you appropriate feedback on your writingfeedback on your writing

7171

I PASSED!I PASSED!